This study attempts to ascertain the status of, the enrollments in, and the offerings available in business education as well as the relationship between business education and other subject fields in grades ten, eleven, and twelve of the Oklahoma public high schools for the school year 1976-1977.

The pace and intensity of educational reform over the past quarter of a century has seen wholesale changes to the nature and organisation of schooling and mounting demands placed on school leaders (Chapman and Gunter, 2009) with increasingly burdensome workloads blamed for problems relating to the recruitment and retention of headteachers (Whitaker, 2003). Since 2002, and largely in response to these concerns, successive governments have invested in national programmes to strengthen the potential of a previously fragmented section of the school workforce whose skills and knowledge are particularly well-placed to improve capacity and reduce the workload of headteachers in the areas of administration and finance: the School Business Manager (SBM). A decade on there is thought to be approximately 13,000 SBM posts across the country (Summerson, 2009) forming an integral part of the school workforce. So how has the role developed in that time? What influence are SBMs having in the schools in which they operate? What kind of work does the SBM role encompass in a modern day educational setting? This thesis focuses on the emergence of SBMs in English schools, specifically drawing upon the composition of the role; the areas of school in which they are impacting and; the facilitators and barriers to the development of successful models of school business management. The research strategy employs a multi-perspective, case study design to explore the sphere of activity of the SBM in a range of schools of different types and phases. A mixed-methods approach was adopted to collect documentary, survey and interview evidence from a number of sources and school stakeholders. The findings identify significant diversity in terms of the responsibilities undertaken by SBMs, the areas of educational provision the role can incorporate and the type of impact they are able to make within, between and beyond schools. The evidence also highlights the varying degrees of leadership and management being exercised by SBMs in different settings while underlining the cultural and contextual factors that can facilitate and inhibit the success of school business management models. What emerges is a role that can be of meaningful, tangible and sustainable benefit to schools but one that is still to be fully accepted, appreciated and understood in some quarters of the school system. To conclude, a heuristic of different approaches to school business management is presented to provide a speculative consideration of some of the key characteristics of school business management models across different school types. This working model is put forward as a means of stimulating further reflection on the implications of the findings.

No description available.

It is the purpose of this study to determine what training is needed to qualify an individual for the position of school business manager. This study is made to show what duties are performed by business managers in the public schools of Texas and what training in college will be needed to qualify a college graduate for the position of school business manager.

The purpose of this study is to determine the present practices with respect to business managers in the school systems of Texas. This study attempts to determine from present practices what the business manager's duties and qualifications are; what the scholastic population of a school should be in order to employ a business manager; what the relationship of the business manager to the superintendent and the school board is; what experience and training the business managers have had; what the salaries of business managers are; what the trends in the employment of business managers are; and from what fields business managers are drawn.

Over the last three decades the UK higher education system has operated under an ideological approach sometimes referred to as New Managerialism (Deem, 2004). The psychological contract of the individual actor within this altered environment was the subject of the research in this study. The psychological contract has been defined as an individual’s beliefs regarding the terms and conditions of a reciprocal informal exchange agreement between themselves and their organisations (Rousseau, 1989). The thesis focused on the psychological contracts of higher education lecturers in a post-92 University Business School in the United Kingdom. The study considered the construction of the psychological contract, the appropriateness of the initial contract, perceived influences on the contract, and behavioural consequences of contract breach and/or violation. The research was focussed on the role of the lecturer in interpreting and unpacking his/her perceptions and understandings. The research questions required data that was personal and experiential. Interviews were undertaken which allowed participants to provide life history accounts that described and theorised about their actions in the social world over time. The approach used had a number of limitations which were identified and considered within the thesis. Notwithstanding the limitations of the research approach, the data suggested that each individual had analysed the extent to which a new employment context would deliver transactional, relational, and ideological reward. However, ideology was less relevant in making the decision to accept higher education employment than either transactional or relational elements. Post-entry, sensemaking acted as a confirmation mechanism in respect of the expectations of what the job would entail and the pecuniary and non-pecuniary benefits that would be received. Initial contracts were relatively accurate in their conceptualisation of the work involved in being a higher education academic. Within the Business School examined in this study, management decisions impacted on participants from both an economic and socio-economic perspective. Employees described how individual work contexts were altered by management decisions. Reaction to decisions depended on individual circumstances at any given juncture based on the influences from multiple contexts both internal and external to the workplace. Context was not homogenous and wide-ranging individual differences were apparent. These contexts played a part in defining to what extent changed work environments would be accepted or not. Participants were continuously active and involved in the evaluation of the multiple contexts that were relevant to them. The capacity to manipulate managers and influence decisions to counteract context change was also evident. The ability to thwart changes to work context varied between individuals and over time. This study identified how participants were able to create and shape their own work environment to satisfy their needs and wants during their careers within a structure that remained predominantly organic in nature despite a changing higher education environment. The goal of the employee was to create the idiosyncratic deal, the specific individually tailored work environment that would deliver the satisfaction required from higher education employment. The psychological contracts were self-focussed and self-oriented but this did not necessarily mean that employees were not also actively involved in assisting the organisation to achieve its ambitions. The notion that a managerial agenda had resulted in the erosion of individualism in higher education was not supported. There was evidence that the psychological contract was unilaterally changed and altered by the employee whenever he or she chose, rather than a negotiated change to a binding agreement. Alteration was intrinsically a private determination and often not communicated.

This master´s thesis prezent proposal business plan of a establishnment hockey school. The theoretical part define these koncept: entrepreneur, business, legal forms of business and analysis the structure of business plan. In the practical part is applied theoretical knowledge for establishment business of hockey school that offers hockey camps.

The purpose of this study is to examine the educational qualifications and functions of the business managers in the school systems of Texas with a scholastic population of one thousand or more. This study attempts to determine from the findings what the business managers' duties should be and the needed qualifications, educational and otherwise, for performing these duties.

The School-to-Work Opportunities Act of 1994 provided seed monies to educational institutions, if they were willing to form collaborative partnerships with members of the business and employer communities. The goal was to build learning opportunities for students that would facilitate their seamless transition from the public school system into adult work-settings and/or places of post-secondary education, training, and skills acquisition. An historical case study of school reform was conducted, using qualitative research methods that included extensive field observations, participant interviews, document analysis, narrative inquiry strategies, phenomenological reflection and data reduction. The lived experiences of 23 students and 14 community partners were juxtaposed against the recollected memories of the teacher-researcher, and analyzed in the context of complex change theory (Ambrose, 1987). The point was to distill the essential themes that could shed light on the research question. Those factors that were deemed to be influential in the development, delivery, or efficacy of the learning opportunities that were created as curriculum interventions, in support of this one piece of federal legislation, are discussed analytically, so as to make recommendations for similar practical programs with a career-education or work-based learning focus.

<p>The national curriculum and the School Act emphasize the importance of establishing partnerships between schools and local businesses. The formation of partnerships was expected to be facilitated by the decentralization reforms that took place in the beginning of the 1990’s. These reforms gave schools and municipalities greater scope for adjusting education to meet local circumstances. However, central government has not made financial resources available for stimulating the establishment of school-business partnerships, nor does it penalize municipalities that do not set up such partnerships.</p><p>The questions in focus in this study are: why do partnerships arise, how are they organised and what factors are important in achieving a partnership which can function in practice? Urban regime theory is applied to explain why collaborations occur and policy network theory is used to analyse how they are organised. A further aim of the study is to examine whether the partnerships can be defined as urban regimes.</p><p>The study was based on case studies of four upper secondary schools in Sweden, each in a different municipality. These municipalities are all industrialized, but the structure of their industrial base varies. Two are dominated by one or a few major companies whereas the others are characterized by the predominance of many small businesses. The study focuses on how three vocational study programmes – industry, electricity and building - collaborate with local businesses.</p><p>The study shows that the main explanation of why a partnership arises is that both partners believe that they can gain something by collaborating. For schools, the main reason for establishing a partnership with business is a belief that this will make the vocational education programmes more attractive for pupils. Through partnerships, schools can get access not only to practical experience for their pupils, but also help from business with developing the content of courses and some financial contributions. However, the economic benefits are of limited importance compared with the perceived gains in terms of the development of the educational content of the courses. This goes against results from studies in other countries.</p><p>For business, it is particularly important to be able to influence decisions about the content of local education. By doing so, they hope to ensure that the pupils, after having completed their education, will enter the local labour market with more relevant qualifications.</p><p>My research shows that several requirements have to be present for a successful partnership to be established. First, there must be a commitment and firm intentions from both partners. Second, size of the businesses involved in the partnerships is important for how they are organized. Larger businesses tend to see the partnership from a more long term perspective. However, it is also possible to organize collaborations with smaller businesses if they can be united under a common organisation. Third, specific actors make a difference in the partnerships. Devoted and interested key actors who are closely associated with the partnership are very important for the continuity of the partnership</p><p>The study suggests that urban regime theory and policy network theory are useful for understanding why and how partnerships between schools and businesses are established and retained. However, it can not be concluded that these collaborations in themselves are urban regimes at a more local level. This would require that their focus was much more long-term.</p>